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Materials of nanoscale size exhibit properties that macroscopic materials often do not have. The same holds for bubbles on the nanoscale: nanoscale gaseous domains on a solid-liquid interface have surprising properties. These include the shape, the long life time, and even superstability. Such so-called surface nanobubbles may have wide applications. This prospective article covers the basic properties of surface nanobubbles and gives several examples of potential nanobubble applications in nanomaterials and nanodevices. For example, nanobubbles can be used as templates or nanostructures in surface functionalization. The nanobubbles produced in situ in a microfluidic system can even induce an autonomous motion of the nanoparticles on which they form. Their formation also has implications for the fluid transport in narrow channels in which they form. 相似文献
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Jörn R. Sparfeldt Rumena Kimmel Lena Löwenkamp Antje Steingräber Detlef H. Rost 《Educational Assessment》2013,18(4):214-232
Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N 1 = 230, N 2 = 340, N 3 = 194) worked on three versions of MC items from the Progress in International Reading Literacy Study 2001 reading comprehension test with relevant components successively deleted: “original version” (text, questions, MC-answers), “version without text” (questions, MC-answers), “version without text and without questions” (only MC-answers). Answering correctly the MC items became more difficult as the relevant information was eliminated. In the two narrative fictional texts presented, the students' performance of the version without text was not better than chance. Conversely in the informational (fictional) text, the students' performance of the version without text was better than chance. In the third condition, students' performance was never better than chance. 相似文献
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Tobias Kärner Nina Minkley Andreas Rausch Thomas Schley Detlef Sembill 《Vocations and Learning》2018,11(3):365-398
By adapting the job demands-resources model of Demerouti et al. Journal of Applied Psychology, 86(3), 499–512, (2001) to vocational problem-solving situations, we aimed to investigate how, and to what extent, problem-solving demands and personal resources affect stress responses and task interest. Therefore, we used a problem-solving task from the business administration domain in a computer-based office simulation. We assigned 58 participants into two groups. The treatment group worked on the problem scenario, whereas the control group was instructed to inspect the computer-based scenario and to check the software’s usability without solving the problem. Problem-solving demands, perceived stress, task interest, cardiovascular parameters, and cortisol concentration were assessed before, during and after the task at several time points. The vocational problem-solving task was associated with perceived time pressure, uncertainty, mental effort, task difficulty, and perceived stress. In addition, we found higher heart rate and cortisol concentration and lower heart rate variability values in the treatment group (compared to the control group) at the end of the task. Furthermore, we found that content knowledge buffers the impact of problem-solving demands on stress responses and it maintains task interest under high mental effort. Overall, we found evidence that vocational problem-solving activities bear stress-evoking potential and personal resources may provide buffering and maintaining functions. 相似文献